9th grade students in Integrated Math 2 put their understanding of quadratic equations to the test in an assignment challenging them to construct surfboards. As the final project of the term, the assignment required students to tap into their knowledge of quadratics and how to create visual representations of an idea through math.
I find that projects like this really allow students to push and surprise themselves and also collaborate with other departments outside our classroom, such as the amazing R+D team.
Jordyn Williams, Upper School Math
The assignment kicked off with research into how surfboards are manufactured. Students discovered that–throughout most of history–the process was time-consuming and completed entirely by hand. With recent technological advancements, 3D printers have streamlined this process, highlighting a real-world application of mathematics.
Students were granted creative freedom in choosing how to design their surfboards. Not only did they get to write quadratic functions using the form of their choice, they also chose between making a 2D or 3D model of their designs. Using Desmos, a graphing calculator web application, the designs quickly began taking shape.
When designing my surfboard in desmos, I tried to make it relatively thin while also having a shape similar to real surfboards. It included a quadratic equation at the back, making it wider near to back to help the surfer’s balance.
Student reflection
Collaboration with the R+D team was a key component in actualizing each surfboard design. Students learned how to translate 2D images into 3D models using the software Onshape. Similarly, instruction on how to print with a laser cutter was provided for any student hoping to create a physical version of their designs. The creativity of the class was on full display as the process went on; no two surfboards were alike, showcasing how students found ways to infuse their personalities into their work.
By making the connection between mathematics and design, students developed a deeper understanding of how math can be leveraged to express oneself. The freedom allotted to students in creating their surfboard designs presented the topics of Integrated Math 2 as tools to wield rather than problems to solve, making a lasting impression about the power of mathematics in real-world contexts.
I hope students were able to build their technological skills while also experiencing joy, imagination and self expression! This project allows for so much differentiation and students are able to take an idea and run with it.
Jordyn Williams, Upper School Math